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http://blog.helenbarrett.org 2439
http://digitalhumanlibrary.com 1036
http://myportfolio.school.nz 110
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  • As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios)
  • Phil Abrami and researchers at Concordia University developed ePearl, an ePortfolio tool. Their goal: Encouraging self-regulated learning through electronic portfolios. Self regulated learning is shown here through three processes: planning, doing and reflecting.
  • How do portfolios and reflection fit into the this self-regulation process?BEFORE - goal-setting (reflection in the future tense), setting the stage for actionDURING - immediate reflection (in the present tense), where students capture evidence during the learning process, or maintain a learning journalAFTER - retrospective (in the past tense) where students look back on performance efforts, and their response to the learning experience.Portfolios can be used to record all three types of reflection
  • Is this happening in your institution?
  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • Japanese!
  • Catalan
  • Spanish!
  • Mandarin
  • Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
  • Collection/Reflection/Feedback (Immediate Reflection/Feedback on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (Feedback in blog or GoogleDocs)If you are blogging with your students on a regular basis, you are beginning a working portfolio.
  • Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)Evaluation
  • Oregon in April, Colorado & Iowa yesterday.
  • Just like Social Networks
  • Perhaps most predominant in many teacher education programs today.
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton

ISTE 2010 Presentation Transcript

  • 1. Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning
    Dr. Helen Barrett
    electronicportfolios.org
    Twitter: @eportfolios
    http://www.slideshare.net/eportfolios/
  • 2. What are Interactive Portfolios?
    Online Portfolios using Web 2.0 tools to:
    • reflect on learning in multiple formats
    • 3. showcase work online to different audiences
    • 4. dialogue about learning artifacts/reflections
    • 5. feedback to improve learning
  • Description
    Implement Web 2.0 tools for classroom-based assessment, enabling teacher/peer feedback to improve student achievement. Review the power of using blogs, wikis, and GoogleApps Education Edition.
  • 6. Context
    Why
    Electronic Portfolios Now?
  • 7. Draft National Educational Technology Plan (2010)
    Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
  • 8. Technology & Reflection
    Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking
    6
  • 9. Learner-Centered Philosophy
    "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
  • 10. QUOTE
    • The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios
  • Electronic Portfolios
    almost two decades (since 1991)
    used primarily in education to
    store documents
    reflect on learning
    feedback for improvement
    showcase achievements for accountability or employment
    9
  • 11. Social networks
    last five years
    store documents and share experiences,
    showcase accomplishments,
    communicate and collaborate
    facilitate employment searches
    10
  • 12. Boundaries Blurring (between e-portfolios & social networks)
    Structured Accountability Systems? or…
    Lifelong interactive portfolios
    Picasa
    Mash-ups
    Facebook
    Flickr
    blogs
    YouTube
    Ning
    wikis
    Twitter
    11
  • 13. Some Basic Concepts
    ePortfolio and social networking are both:
    Process: Time and Effort - Journey
    Product: The outcome - Destination
    12
  • 14. Processes
    Social Networking
    Connect(“Friending”)
    Listen(Reading)
    Respond(Commenting)
    Share(linking/tagging)
    Portfolio
    Collection
    Selection
    Reflection
    Direction/Goals
    Presentation
    Feedback
    Technology
    Archiving
    Linking/Thinking
    Digital Storytelling
    Collaborating
    Publishing
    13
  • 15. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238
  • 16. What are Effective Self-Regulation Processes?
    Performance or Volitional Control
    Processes that occur in action and affect attention and action
    DURING
    Capturing Process/
    Journals
    Goals
    Forethought
    Influential processes which precede efforts to act and set the stage for action.
    BEFORE
    Self-Reflection
    Processes which occur after performance efforts and influence a person’s response to that experience
    AFTER
    Change over time
    Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
  • 17. Deep Learning
    • involves reflection,
    • 18. is developmental,
    • 19. is integrative,
    • 20. is self-directive, and
    • 21. is lifelong
    Cambridge (2004)
  • 22. Review Examples of Scaffolding for Reflection
    http://sites.google.com/site/reflection4learning
  • 23. E-Portfolio Components
    • Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
    • 24. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
    • 25. Digital Repository
    (Becta, 2007; JISC, 2008)
  • 26. Multiple Purposes of E-Portfolios in Education
    Learning/ Process/ Planning
    Marketing/ Showcase
    Assessment/ Accountability
    "The Blind Men and the Elephant” by John Godfrey Saxe
  • 27. Multiple Purposes from Hidden Assumptions
    What are yours?
    • Showcase • Assessment • Learning •
    http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
  • 28. Forms of Assessment
    • Formative Assessments
    • 29. Provides insights for the teacher
    • 30. Assessment FOR Learning
    • 31. Provides insights for the learner
    • 32. Summative Assessments (Assessment OF Learning or Evaluation)
    • 33. Provides insights (and data) for the institution
    Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
  • 34. Crucial Distinction
    Assessment OF LearningHow much have students learned as of a particular point in time?
    Assessment FOR LearningHow can we use assessment to help students learn more?
    Rick StigginsAssessment Training Institute
  • 35. www.qca.org.uk ages3-14
  • 36. Principles of Assessment FOR Learning
    Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
  • 37. Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)
  • 38. Learning to Learn Portfolio ModelIan Fox, New Zealand
  • 39. Balancing the 2 Faces of E-Portfolios
  • 40. Types of E-Portfolio Implementation
    Working Portfolio
    The Collection
    The Digital Archive
    Repository of Artifacts
    Reflective Journal(eDOL)
    Collaboration Space
    Portfolio as Process-- Workspace (PLE)“shoebox”
    Presentation Portfolio(s)
    The “Story” or Narrative
    Multiple Views (public/private)
    Varied Audiences(varied permissions)
    Varied Purposes
    Portfolio as Product-- Showcase
  • 41.
  • 42. Japanese
  • 43. Catalan
  • 44. Spanish
  • 45. Mandarin
  • 46. Structure of E-Portfolio Types
    Portfolio as Product/ Showcase
    Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
    Primary Purpose: Accountability or Employment or Showcase
    Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
    Portfolio as Process/ Workspace
    Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences
    Primary Purpose: Learning or Reflection
    Reflection: immediate focus on artifact or learning experience
  • 47. Level 1 - Collection
  • 48. Level 2: Primary Purpose: Learning/Reflection/Feedback
  • 49. Level 3: Primary Purpose: Showcase/Accountability
  • 50. Timeline
    38
    Level 1: Collection
    Level 2: Reflection/Goals + Feedback
    Level 3: Selection + Presentation + Evaluation
  • 51. Social Learning
    Interactivity!
    39
  • 52. Think!
    Engagement Factors?
    Social networks?
    ePortfolios?
    40
  • 53. Architecture of InteractionArchitecture of Participation (Web 2.0)
    allows a
    Pedagogyof Interaction
    (ePortfolio 2.0)
  • 54. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”
    Learning that is…
    • Social and Participatory
    • 55. Lifelong and Life Wide
    • 56. Increasingly Self-Directed
    • 57. Motivating and Engaging
    • 58. … and Online!
  • Websites with “how-to’s”
    ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/
    Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/ (includes WordPress/EduBlogs)
    All linked from my website: http://electronicportfolios.org/
  • 59. Oregon, Colorado, Iowa
    States Adopt Google Apps for Schools
    Groups
    Docs
    Video
    Sites
    Mail
    Calendar
    Wave
  • 60. Add-ons to GoogleAppsby Fall
    Additional Google Applications soon to be included inside GoogleApps Education domains
  • 61. electronicportfolios.org/Google
  • 62. GoogleAppsePortfolios
  • 63. Interactive ePortfolios
    A book under development
    “Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”
  • 64. Tentative Contents
    Intro -“Why”- Purposes
    Reflection in ePortfolios
    Assessment
    Web 2.0 Tools
    Planning & Change
    Balancing 2 Faces
    Lifelong ePortfolio Scenario
    Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional
    How-to’s- GoogleApps- WordPress
    Digital Storytelling in ePortfolios
  • 65. Golden Circle
    What?
    How?
    Why?
    50
  • 66. Engage!
    • Goal-Setting
    • 67. Self-Assessment
    • 68. Ownership
    • 69. Intrinsic Motivation
  • 52
    Similarities in Process
    Major differences:
    extrinsic vs.
    intrinsic motivation
    Elements of True (Intrinsic) Motivation:
    Autonomy
    Mastery
    Purpose
  • 70. Pink’s Motivation Behavior
    X
    Type X - Extrinsic
    fueled more by extrinsic rewards or desires (Grades?)
    Type I – Intrinsic
    Behavior is self-directed.
    I
    53
  • 71. Successful websites = Type I Approach
    • People feel good about participating.
    • 72. Give users autonomy.
    • 73. Keep system as open as possible.
    - Clay Shirky
    54
  • 74. Autonomy & ePortfolios
    Choice
    Voice
    Sharing
    Feedback
    Immediacy
    55
    http://www.flickr.com/photos/kenturamon/342946821/
  • 75. Mastery & ePortfolios
    • Exhilaration in Learning
    • 76. Sports? Games?
    • 77. Compliance vs. Personal Mastery
    • 78. Open Source movement (Wikipedia vs. Encarta)
    • 79. Make a contribution
    56
  • 80. Mastery & ePortfolios (2)
    ePortfolio:
    Flow
    Showcasing Achievements
    Increased self-awareness and self-understanding
    “Only engagement can produce Mastery.” (Pink, 2009, p.111)
    57
  • 81. FLOW
    a feeling of energized focus (Csíkszentmihályi)
    “Reach should exceed the Grasp”
    58
  • 82. Student Engagement!
    CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
    Find voice and passions through choice and personalization!
    Portfolio as Story
    Positive Digital Identity Development - Branding
    “Academic MySpace”
    59
  • 83. Use ePortfolios to documentMASTERY
    60
  • 84. Purpose & ePortfolios
    • Relevance
    • 85. Big picture
    • 86. Engagement
    61
  • 87. 62
    Good Question…
  • 88. 63
    Because Purpose and Passion Co-Exist
  • 89. Life Portfolio – planning for an extended midlife transition (50-90)
    • Passions and pursuits
    • 90. New possibilities
    • 91. Visualize a new life
    • 92. Not “retirement” but “rewirement”
    64
  • 93. 65
  • 94. 66
    Portfolio Way of Thinking
    • Portfolios can be timeless
    • 95. What really matters in life?
    • 96. Discover or rediscover passion…
    • 97. Create a legacy…
    • 98. Turn careers into callings, success into significance…
    • 99. To make a difference…
    • 100. An ongoing, ageless framework for self-renewal
  • Create a Professional Portfolio
    Model Intrinsic Motivation!
    Share with Students!
    Prepare for the Portfolio Life!
  • 101. Another Vision of ePortfolios
  • 102. Draft National Educational Technology Plan (2010)
    Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
  • 103. Two “Paradigms” of Assessment (Ewell, 2008)
    Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
  • 104. Opportunity Cost
    The alternative you give up when you make a decision…
    The cost of an alternative that must be forgone in order to pursue a certain action
    What is the opportunity cost of emphasizing accountability/compliance in ePortfoliosover improvement/reflection and deep learning?
  • 105. Goal: Balance in Electronic Portfolios
    Purpose
    Improvement
    (Student-Centered)
    (Or Course-Centered)
    Accountability/
    Compliance
    (Institution-Centered)
    Along a Continuum
    ??
    ??
    Opportunity Cost
  • 106. Goal: Balance in Electronic Portfolios
    Purpose
    Improvement
    Accountability
    Highly Structured
    Uniformity and Standardization
    Required Assignments
    Formal Evaluation
    Complexity
    Checklist
    Data!
    Engagement
    Deep Learning
    Personalization
    Choice and Voice
    Lifelong Skills
    Ease of Use
    Ownership
    Time
    Opportunity Cost
  • 107. Goal: Balance in Electronic Portfolios
    Purpose
    Accountability
    Improvement
    Flexible Structure
    Self-Assessment & Feedback
    Lifelong Learning Skills
    More Social Learning
    Personalization
    Choice and Voice
    Engagement
    Story
    Time Involvement
    Ease of Scoring for…
    Collection of Data for…
    Accountability
    Institutional Support
    & Funding?
    Opportunity Cost
  • 108. Goal: Balance in Electronic Portfolios
    Purpose
    Accountability
    Feedback
    Uniformity
    Flexible Requirements
    Data
    Program Improvement
    Improvement
    Self-Assessment
    Personalization
    Choice and Voice
    Student Engagement
    Increased Achievement
    Time
    Complexity
    Social
    Learning
    Opportunity Cost
  • 109. Finding Balance in E-Portfolio Implementation
    Tools
    Use separate tools for assessment management andstudent e-portfolios?
    Ball State’s rGrade & WSU’s Harvesting Gradebook
    Incorporate blogging and social networking tools forinteractivity and engagement
    Open Source Tools: WordPress, Movable Type, Mahara
    Allow embedding student Web 2.0 links, including video,into their e-portfolios
    Enable exporting e-portfolio to students’ lifetimepersonal webspace
  • 110. Finding Balance in E-Portfolio Implementation
    Strategies
    Acknowledge the importance of both portfolio asworkspace (process) & showcase (product)
    Support student choice and voice in e-portfolios
    Facilitate reflection for deep learning
    Provide timely and effective feedback for improvement
    Encourage student use of multimedia in portfolios forvisual communication and literacy
    Digital Storytelling & Podcasting
    Picasa/Flickr slideshows
    Acknowledge/Encourage students’ Web 2.0 digital identity
  • 111. Portfolios can help learners find their Voice…
    and explore their Purpose and Passions through Choice!
  • 112. Do Your e-Portfolios have CHOICE and VOICE?
    Individual Identity
    Reflection
    Meaning Making
    21st Century Literacy
    79
  • 113. ePortfolios should be more Conversation
    than Presentation
    (or Checklist)
    Because Conversation transforms!
  • 114. A Reminder…
    Reflection & Relationships
    … the “Heart and Soul” of an ePortfolio…
    NOT the Technology!
    81
  • 115. My Final Wish…
    dynamic celebrations
    stories of deep learning
    across the lifespan
    82
  • 116. Dr. Helen Barrett
    Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning
    eportfolios@gmail.com
    http://electronicportfolios.org/
    Twitter: @eportfolios